This paper investigates the teaching of English in the afternoon programme of Greek All-Day Primary Schools. According to the Curriculum, the teaching of English can facilitate the “opening of school to society” by means of experiential activities that promote creativity, self-direction and cooperation .The paper, following anecdotal reports, explores the hypothesis that experiential activities are not commonplace in the afternoon programme, through a survey among 9 School Advisors and 11 Teachers of English. The analysis focuses on the extent to which All-Day Schools implement the Curriculum and reveals some challenges. It shows that the experiential curriculum suggestions are implemented to some extent, not only because of issues that policy-makers need to consider, but also because most of the teachers are not familiar with the principles of “creativity”, “self-direction” and “cooperation”. The paper concludes with methodological suggestions and examples of cross-curricular projects that aim to encourage the successful implementation of the Curriculum.